In this interactive game, students experience the decisions that have to be made by the Executive Branch of the U.S. Government. People's Pie is a balancing act! You must fund important programs without setting tax rates too high or borrowing too much money. To succeed, you must keep your residents happy and avoid a burdensome national debt. Are you ready for a piece of People’s Pie?

This unit is part of Gilder Lehrman’s series of Common Core State Standards–based teaching resources. These units were developed to enable students to understand, summarize, and analyze original texts of historical significance. Through a step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

From Tippecanoe and Tyler Too to Yes, We Can, students will trace the development and use of slogans in presidential elections in the United States. The lesson allows students to compare slogans that are issue-related to those that are more generic. Students are then asked to analyze how these types of slogans are used and the effects they are meant to have on voters.
Note: The resources needed for this lesson can be found at the bottom of this webpage: https://www.civiced.org/voting-lessons

This lesson allows students to explore where the presidential candidates stand on issues that are important to them. It also allows them to scrutinize informational sources in order to obtain accurate and unbiased data.
Note: The resources needed for this lesson can be found at the bottom of this webpage: https://www.civiced.org/voting-lessons

Debates can be exciting, energizing, information-packed events. Students often think of the types of debates they have done in class, perhaps a Lincoln-Douglas debate or a policy debate. This lesson takes students through the presidential debates used in campaigns. Using information gathered in Lesson 2 about the presidential candidates’ stances on issues, students will view the debates and determine if the candidates have an identifiable and consistent position. Students will determine if the presidential debates are a useful tool in helping them choose a candidate.
Note: The resources needed for this lesson can be found at the bottom of this webpage: https://www.civiced.org/voting-lessons

These lessons asks students to look not just at the events of 9/11 but at the following days and years. The lessons involve students in exploring the parts of a newspaper, the functions of a news article, and the importance of a free press in a democratic society. Classroom activities prompt students to discuss the need for and role of heroes. Students learn how to identify unifying factors in a diverse society, distinguish between fact and opinion, examine different points of view, analyze legal issues that have arisen as a result of the terrorist attacks, and much more. Lesson four, Todayâ"s Hero, also includes activities for grades K–4.

Explore the rights of the accused through the origins and progression of 4th, 5th, 6th, and 8th Amendments using an interactive timeline and associated resources.

Students take part in a simulated election in which they role-play poll workers at a polling site and vote in a simulated election. Students become familiar with polling site procedures and the mechanics of voting in their state. When the election simulation coincides with a general election or a state election, it provides for a more authentic experience.

Information from the Library of Congress about the Election of 1860 and the issues of slavery, secession, and state' rights in that presidential election

Explore the evolution of students’ rights inside the schoolhouse gates and beyond using an interactive timeline and associated resources

iCivics and YouTube video explaining to educators the importance of teaching about elections and the importance of this democratic practice

Lots of middle schoolers post and share information about themselves – and others – on social media. But in a world where “oversharing” might seem normal, it’s important to think about our digital footprints -- the things we leave behind online. In this video, you'll hear what teens have to say about sharing on social media, and you can think critically about the decisions you're making any time you post something online.

A Short Activity for Third Grade
Question: Why do we celebrate Constitution Day?
Note: The "Thinking Through Timelines: Creating the Constitution" Powerpoint, also available in eMedia, was created to accompany this lesson plan.

In this lesson, students are introduced to the three functions of government (legislative, judicial, and executive) through a story about an overworked king who must handle all the tasks of government. Next, students are given descriptions of the three functions of government and asked to match tasks to departments (lawmakers, executives, and judges). Finally, students create job descriptions for lawmakers, executives, and judges. Access to this resource requires a free educator login.

This lesson is designed to be a compare-and-contrast reading activity using the Utah and U.S. Constitutions.

President Nixon claimed executive privilege and refused to hand over the tapes. President Nixon’s incomplete compliance with the special prosecutor’s demands was challenged and eventually taken to the Supreme Court of the United States. The Court decided that executive privilege is not limitless, and the tapes were released. This resource includes teacher materials, guides, and activities for teaching about this Supreme Court case.

This Canva presentation can help elementary teachers instruct students in using technology responsibly.

Lieutenant Governor's website covering election information for the State of Utah including voter registration

In this lesson, students decide which of the rights included in the Constitution’s Bill of Rights they value the most. First, students discuss the basic rights of all Americans. Next, they read a short story (or watch a video) about a hypothetical alien creature that takes over the world. The creature is not totally hostile and will allow humans to keep five rights. Finally, students work in small groups to prioritize the five basic rights they find important and report back their findings. Access to this resource requires a free educator login.

Information from the Library of Congress about the timeline of voting rights for African Americans in the United States